Qualitative Research On The Effects Of Racism On Children

1. Using qualitative research while attempting to understand children is productive in providing an insight into their minds and gives a way to challenge adult assumptions of children and youth. Qualitative research goes beyond just numbers and data by providing a child’s perspective on their own understanding of the world and it gives them a voice (Albanese, 2009). When looking at ‘race’, gaining a child’s perspective can aid in a general understanding of the implications of race and racism on children and youth. ‘Race’ is a social construction and as defined in lecture, it is the categorization of specific physical features such as; hair texture, facial features and most importantly skin colour. There are two distinctive types of racism.
The previous theories mentioned all contribute to societies’ understanding of children; however they have a strong Westernized influence. When it comes to child work, there are many laws in place to ensure the safety and wellbeing of children. However, many of these laws are strongly generalized and mostly applicable to Western, First World cultures. The international campaign against child labour is one of many actions taken in order to prevent child labour and protect children all around the world (Bourdillon, 2005). However, what may be considered labour in one culture or contexts is not in another. Bourdillon (2005), emphasizes this as he says, “in appropriate situations, work and even employment, can be beneficial to children” (p.7). This is especially true for children in third world countries who depend on their manual labour to support their families as well as themselves. The labour they partake in may be considered dangerous or unethical when viewed through a Westernized lens; however it is necessary to survival, which is why applying laws following a ‘one-size-fits-all’ approach is
When it comes to bodily discipline, particularly in schools, children are at an entire lack of control. Children’s bodies are regulated in a plethora of ways. This can be viewed through the concept of bio power; a term coined by Foucault, meaning bodies that exempt docility and are prepared to comply (Allen, 2009). Some examples of this discussed in lecture that are demonstrated in the school system include: dress codes, curriculum, classroom rules and expectations as well as many more policies and regulations. These are all put in place to inflict control over children and their